Pandemic-Era Gender Gap Widens in U.S. Math Proficiency: Girls Lag in STEM

The ongoing pandemic has had a significant impact on educational achievements across the United States, with a notable return of gender disparity in math proficiency, particularly affecting girls. Recent reports have highlighted this resurgence in various school districts, including in Hawai'i, where girls who previously led in math scores have seen their performance lag behind their male peers.

At ʻIlima Intermediate, teacher Sarah Milianta-Laffin observes a distinct difference in classroom dynamics, with boys often more eager to lead labs and projects compared to girls, who tend to be less assertive. This demonstrates a broader trend within STEM education where gender stereotypes have been exacerbated post-pandemic, leading to setbacks in girls' performance and participation. Before the pandemic, girls in Hawai'i were surpassing national expectations by achieving a 43% proficiency rate in math, slightly ahead of their male counterparts. However, post-pandemic evaluations reveal a reversal, with boys now scoring higher on standardized math tests.

The latest academic year data shows 41% of boys proficient in math against 39% of girls, while science scores remain evenly matched at approximately 40% proficiency for both genders. This pattern reflects broader national trends where gaps in math performance have widened following school closures and remote learning shifts.

Disruptions in traditional learning and the suspension of programs that encouraged female students to engage in STEM subjects have created challenges. These programs, designed to boost confidence and offer hands-on learning connections to real-life applications, were vital in encouraging girls to pursue STEM. As learning transitioned online, they dissolved, highlighting how critical in-person support systems are for sustaining girls' interest and performance in these fields.

National studies indicate that pre-pandemic teaching strategies had made significant strides in closing the gender gap by removing the emphasis on rote learning and competition, favoring methods that encourage critical thinking and problem-solving. Yet, these methodologies were often sidelined during the race to adapt to remote education, compounding the challenges facing female students. Reports suggest that the return to traditional measures and biases in educational approaches likely hindered progress and contributed to the resurgence of performance gaps.

The societal perception and internalization of these biases can significantly impact young girls, often discouraging them from identifying with STEM-related capabilities at an early age. This issue is compounded by the overall stress and mental health challenges girls faced during the pandemic, where higher anxiety and depression levels were reported, further affecting their academic performance.

Education experts emphasize the need for renewed efforts to reinstate and reinforce interventions that foster inclusive and supportive learning environments. A return to and enhancement of pre-pandemic educational practices that successfully engaged girls in STEM is crucial for reversing these setbacks. Initiatives must focus on building resilience, curiosity, and problem-solving skills across genders from an early age.

Teacher training and curriculum development should aim to reestablish a balanced approach that de-emphasizes competitive pedagogy and revives interest-driven, exploratory learning opportunities. Promoting participation in STEM programs and addressing societal biases head-on remains pivotal in ensuring that progress towards gender parity in math is not just recovered, but sustained and built upon in the future.